Journal of Education & Social Policy

Correlations among Teachers’ Perceptions of Their Social Status, Professional Identity, and Professional Development in Taiwan
Yu-Shu Raissa Kao, Sung-Po Lin

Abstract
This study identified the correlations among teachers’ perceptions of their social status, professional identity, and professional development. The participants were 482 teachers from elementary and junior high schools in 3 counties in Central Taiwan. We investigated (a) the factor structure of teachers’ perceptions of their social status, professional identity, and professional development; (b) the effects of background variables on teachers’ perceptions of their social status, professional identity, and professional development; and (c) a proposed overall model for representing the 3 variables. A structural equation model showed an acceptable fit to the data. Implications for research and practice are discussed.

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